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CATCH-UP FRIDAYS

Lesson Script in
Math (Reading, Peace
& Health)
Quarter 1 Week 6
Catch-Up Fridays
Lesson Script in Mathematics (Reading, Peace & Health)
Quarter 1: Week 6
SY 2024-2025

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MATATAG K to 10 Curriculum. It aims to assist in delivering the curriculum content, standards, and
lesson competencies.

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Published by the Department of Education

Development Team

Writer: Mona Gladys V. Magdadaro

Reviewers: Ruben Evarretta, Leilani T. Señires, Arnel S. Zaragosa, Edgardo Dondon S. Lorenzo, Ailyn V.
Ponce, Juvy A. Comaingking, Yvonne M. Kiel, Jocelyn A. Matildo

Layout Artist: Mona Gladys V. Magdadaro

Management Team: Allan G. Farnazo Melanie P. Estacio Winnie E. Batoon

Rebonfamil R. Baguio Maria Genevieve T. Francisquete Antonio P. delos Reyes
Mary Jeanne B. Aldeguer Beverly S. Daugdaug Maria Gina F. Flores
Ma. Cielo D. Estrada Leilani T. Señires Arnel S. Zaragosa
Analiza C. Almazan
Week 6 Day 5 Date:
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learner demonstrates understanding of addition and
A. Content
subtraction of whole numbers including money.
Standards

The learner is able to apply addition and subtraction of

B. Performanc whole numbers including money in mathematical
e Standards problems and real-life situations.

The learner solves routine and non-routine problems

C. Learning involving addition of whole numbers with sums up to
Competenci 10,000 including money using appropriate problem-
es solving strategies and tools.

At the end of the session, learners will be able to:

1. solve routine and non-routine problems involving

addition of whole numbers with sums up to 10,000
including money using appropriate problem-
solving strategies and tools.
D. Learning
Objectives 2. solve word problems involving addition of a whole
number that emphasizes the benefits of making
healthy food choices.

3. use word problem representation to promote

disease prevention and control.

II. CONTENT
Solve Routine and Non-Routine Problems Involving
Subject Matter Addition of Whole Numbers

Area for Reading, Health, Peace and Values Education

Integration
Quarterly:
Health Education: Disease Prevention and Control
Peace and Values Education: Discipline

Theme
Sub-theme:
Health Education: Safe & healthy eating.
Peace and Values Education: Principles of Peace

Solving word problem is one way of teaching learners

Key Concept/Skill
the application of Mathematics in real life undertakings.
for Integration

III. LEARNING RESOURCES

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 Department of Education. K to 12 Most Essential
Learning Competencies. DepEd: Metro Manila. n.d.

Chingcuangco, Ofelia, et al… Mathematics Teacher’s

Guide. DepEd: Metro Manila. 2015.
A. References
Delos Santos, April. Mathematics – Grade 3 Quarter 1 –
Module 6: Solve Routine and Non-Routine
Problems Involving Addition of Whole Numbers.
First Edition. DepEd: Metro Manila. 2021.

B. Other PowerPoint, chart, cartolina, manila paper, marker

Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Teacher: Good day, class, today is Friday! Our target for
Knowledge today is to catch-up on the lessons you had for the past
(5 minutes) four days. Today, you will engage yourselves again in
solving word problems.

(The teacher will show the word problem on the TV

screen through power point/ chart and call volunteer
pupils to read and answer the given questions.)

Learners: The learner will read the directions:

Direction: Read and analyze the word problem.

Leah gathered 245 eggs in their farm last

Saturday. She gathered 180 eggs on Sunday. How many
eggs were she able to gather in two days?

Teacher: What is asked in the problem?

Learner: The total number of eggs gathered by Leah in

two days.

Teacher: What are the given facts in the problem?

Learner: Leah gathered 245 eggs on Saturday and 180

eggs on Sunday.

Teacher: What operation would you use in solving the

problem?
Learner: Addition.

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 Teacher: What is the number sentence? Let the pupil
write it on the board.

Learner: 245 eggs + 180 eggs = N

Teacher: What is the correct answer?

(Have a volunteer pupil to solve the answer on the

board.)

Learner: There were 425 eggs gathered by Leah.

Teacher: How did you solve the word problem? What

were the steps?

Learner: In solving word problem, we follow the steps:

1. Understand the problem.

• What is being asked?
• What are the given facts?
2. Plan. Determine the process to be used to solve the
problem.
• What operation is needed to solve the problem?
• What equation will solve the problem?
3. Carry out the plan. Solve
4. Check or look back.

Teacher: It shows that you really understand the steps

in answering word problems. In this session, you will
apply your knowledge in answering word problems in
real-life situations. In today’s discussion, you are
expected to:

1. solve routine and non-routine problems involving

Lesson
addition of whole numbers with sums up to 10,000
Purpose/Intention
including money using appropriate problem-
(3 minutes)
solving strategies and tools.
2. solve word problems involving addition of a whole
number that emphasizes the benefits of making
healthy food choices.
3. use word problem representation to promote
disease prevention and control.

Lesson Language Teacher: You've been introduced on how to solve word

Practice problem using the 4 steps. Now, let's gauge your
(7 minutes) familiarity with them through another activity.
Teacher: Everybody, read the mechanics of the activity.

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Learners: The learners will read the mechanics of the
activity.

Mechanics:
1. Divide the class into groups of four.
2. Each group will be given a word problem and a table
to fill in.
3. Each group will collaboratively answer the questions
given.
4. The group will present their output in front of the
class.

Teacher: The teacher will prepare four word-problems to

be distributed to each group and a table to be filled in by
the pupils.

Here are some examples of word problems: (The teacher

may prepare his/her own word problems.)

1. In a farm, there are 540 chickens and 215 cows. How

many animals are there on the farm altogether?

2. Rashid has 153 pieces of green apples. Abdul has 176

pieces of red apples. How many apples do they have in
all?

3. Myrna picked 15 orchid flowers and 18 red roses in her

flower garden. How many flowers were picked in all?

4. Roy has ₱570. Ashly has ₱125 more than Roy. How
much money do they have altogether?

(Each group will read and analyze the problem they’ve

received and fill in the table based on the given
questions.)

Learners:

What is asked in the problem?

What are the given facts?
What operation to be used?
Write the number sentence.
Solve for the answer.

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 Learners: (Each group will present their output in front
of the class.)
Teacher: Did you enjoy the activity?

Learners: Yes, we are.

Teacher: How did you come up with the correct answer?

Learners: We help one another in answering. (Answer

may vary.)

Teacher: (The teacher will process their answers by

throwing questions to the pupils and facilitate the
discussion.)

Teacher: What are the steps to follow in solving word

problems?

Learners:

In solving word problem, we follow the steps:

1. Understand the problem.

2. Plan.

3. Carry out the plan.

4. Check or look back

Teacher: Good job! You are going to use these steps in

answering our next activities.

During/Lesson Proper
Reading the Key Teacher: You are going to read a dialogue, then you will
Idea/Stem answer a set of questions. Everybody, read the dialogue.
(5 minutes)
One morning, Mona went to SNACK IN to buy her snacks.
The place is owned by Mrs. Atop.

“Good morning, Mrs. Atop.” Mona greeted.

Mrs. Atop greeted Mona in return and asked her on what

she can do for Mona.

“Hmm, I would like to buy snacks for myself ma’am,”

Mona said.

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 Without delay, Mrs. Atop handed the menu to Mona.

Menu for Snacks:

Snacks Price Beverages Price

Sandwich with Hotdog ₱35.00 Coke ₱15.00
Banana cue ₱10.00 Iced Tea ₱12.00
Crackers ₱10.00 Fruit juice ₱12.00
Chicharon ₱15.00

“I want the banana cue and fruit juice ma’am.” Mona

said.

Mrs. Atop prepared Mona’s order and after she handed it

to Mona.

“Thank you, ma’am.” Mona said.

“You’re welcome.” Mrs. Atop replied.

Developing Teacher: To check your understanding of the dialogue,

Understanding of let's have an activity.
the Key Idea/Stem (The teacher will present the direction of the activity.)
(7 minutes)
Teacher: Everybody, read the directions.

Learners: The learner will read the direction.

Directions:
1. Divide the class into groups of five.
2. Each group shall collaborate to answer the
following questions:

Questions for targeted competency.

1. What were the snacks ordered by Mona?

Answer: Mona ordered a banana cue and a fruit juice.

2. How much did Mona spend for her snacks? Solve your
answer.

Answer: ₱10.00 = Banana cue

+ ₱12.00 = Fruit juice
₱ 22.00

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 Mona paid ₱ 22.00 for her snacks.
Questions for Integration
Reading Skills (Noting Details)

3. Who were the characters of the dialogue?

Answer: The characters were Mrs. Atop and Mona.

Health Education

4. Based on the menu presented, did Mona choose the

right food for her snack?

Possible Answer: Yes. Mona chose the right food for her
snack because banana and fruit juice are good for our
health.

Peace and Values Education

5. Based on the dialogue, what can you say about Mona?

Is she a disciplined girl?

Possible Answer: Mona is a well-disciplined girl because

she was using polite words, like good morning and thank
you in the dialogue.

(The teacher will guide their answers.)

Teacher: To better enhance your understanding, you will

solve another word problem and answer a set of
questions. But this time, you are going to work in pairs.

(The teacher will present the directions of the activity.)

Teacher: Everybody, read the directions.

Learners: The learners will read the direction.

Deepening Directions:
Understanding of Read and analyze the non-routine word
the Key Idea/Stem problem and answer a set of questions. Work with your
(8 minutes) partner.

Roy received a “Handog Eskwela” gift certificate

worth two hundred pesos from Tagum City LGU to buy
school supplies. Instead of buying school supplies, he
bought a bottle of iced tea for ₱25.00 and junk foods for

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₱145.00 more than the amount of the iced tea. How
much did he spend in all?

Questions for Targeted Learning Competency

1. What is asked in the problem?

Answer: The amount of money spent by Roy.

2. How much did Roy spend in all?

(The teacher will explain thoroughly on how to answer

this problem)

Given facts:
iced tea = ₱25.00
Junk foods = ₱145.00 more than the amount of iced tea

So, ₱145.00 + ₱25.00 (iced tea) = ₱195.00 (Amount of

junk foods)

Give the number sentence:

₱25.00 + (₱145.00 + ₱25.00) = N

Answer: junk foods = (₱145.00+ ₱25.00) = ₱170.00

Iced tea = + ₱ 25.00
₱195.00

Roy spent ₱195.00 from his gift certificate.

Questions for Integration

Reading Skills (Analyzing)

3. Was it good for Roy to buy iced tea and junk foods
instead of buying school supplies?

Answer: It’s not good for Roy to buy iced tea and junk
foods because the gift certificate was intended for school
supplies.

Health Education

4. What would be the possible effects of Roy’s body if he

will continue to drink iced tea and eat a lot of junk foods?

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 Possible Answer: Roy can have negative effects on his
body.

(Answers may vary. The teacher will facilitate the

discussion.)
Peace and Values Education

5. The problem says Roy bought iced tea and junk foods
instead of
buying school supplies. Does this act show discipline?
Why?

Possible answer: Roy didn’t show discipline because he

bought other things rather than school supplies from the
gift certificate budget for school supplies.

(Answers may vary. The teacher will facilitate the

discussion.)

After/Post-Lesson Proper
Teacher: How did you solve the word problem? What are
the steps?

Learners: In solving word problem, we follow the steps:

1. Understand the problem.

• What is being asked?
• What are the given facts?
Making
Generalizations 2. Plan. Determine the process to be used to solve the
and Abstractions problem.
(3 minutes) • What operation is needed to solve the problem?
• What equation will solve the problem?

3. Carry out the plan. Solve

4. Check or look back.

• Did you use the correct operation?
• Does the answer make sense?
• Did you label the answer correctly?

Evaluating Teacher: For your final activity, please complete the

Learning worksheet I will provide.
(7 minutes) (The teacher will distribute the worksheets.)

Solve the following routine and non-routine problems.

Choose the letter of the correct answer.

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 1. When the “Clean and Green Campaign was launched
in Tagum City, 3,425 boys and 6,306 girls from different
schools joined the parade.

How many pupils joined the parade?

A. 9,731 pupils joined the parade

B. 7,731 pupils joined the parade
C. 6,031 pupils joined the parade
D. 5,371 pupils joined the parade

2. A banana plantation yielded 2,214 kilos of bananas

last year and 3,108 kilos of bananas this year. How many
kilos of bananas did the banana plantation yield in two
years?

A. 2,463 kilos of bananas

B. 4,104 kilos of bananas
C. 5,322 kilos of bananas
D. 6,567 kilos of bananas

3. Dino has 60 pieces of rubber bonds. Luis has twice the

number of rubber bonds than Dino. How many pieces of
rubber bonds are there
altogether?

A. There are 120 pieces of rubber bonds altogether.

B. There are 140 pieces of rubber bonds altogether.
C. There are 160 pieces of rubber bonds altogether.
D. There are 180 pieces of rubber bonds altogether.

Answer key:
1. A
2. C
3. D

Additional
Activities for
Application or
Remediation (if
applicable)
Remarks
Reflection

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For inquiries or feedback, please write or call:
Department of Education – Region XI
Office Address: F. Torres St., Davao City
Telefax: (082) 291-1665; (082) 221-6147
E-mail Address: regionxi@deped.gov.ph
lrms.regionxi@deped.gov.ph